Students’ Expectations of Work Integrated Learning in Tourism and Hospitality

Abstract

This paper explores students’ expectations regarding work-integrated learning (WIL), aiming to improve programme outcomes and workforce readiness in South Africa. A questionnaire survey was used to gather information from 220 students studying tourism and hospitality. Findings were obtained by regression analysis. The study reveals that the expectation of career advancement showed a strong positive influence on the overall expectation of programme impact (OEPI), suggesting that students’ career growth aspirations significantly drive WIL programme effectiveness. The study further shows that the expectation of networking opportunities also positively affected OEPI, underscoring networking as a critical element for professional success within the WIL programme. However, the expectations of skill development, support and guidance, and personal and professional growth were not significant predictors, indicating that career advancement and networking hold more weight in students’ perception of WIL programme impact. Drawing from expectancy theory, the results of this research hold importance for WIL programmes that prioritise career pathways and networking opportunities, as these align more closely with students’ expectations for impact. It is recommended that a re-assessment of skill development and support initiatives be conducted, as the study results suggest that these factors did not impact students’ expectations. © (2024), (African Journal of Hospitality). All rights reserved.

Keywords

Author Keywords

South Africa work integrated learning Regression analysis tourism and hospitality Students’ expectations

Index Keywords

Author Affiliations

Department of Recreation and Tourism, University of Zululand, Ulundi, KwaZulu-Natal, South Africa

Department of Consumer Sciences, University of Zululand, Ulundi, KwaZulu-Natal, South Africa

Funding & Acknowledgements

No funding information

References 10 References

1 Adegbite, Waliu Mulero, The nexus of work integrated learning and skills among engineering students in Nigerian Universities: A structural equation model approach, Journal of Teaching and Learning for Graduate Employability, 15, 1, pp. 91-107, (2024)

2 Al-Romeedy, Bassam Samir, Does the Curricula of Tourism Studies in Higher Education Meet the Educational and Occupational Needs of the Tourism Labour Market?, African Journal of Hospitality, Tourism and Leisure, 9, 5, pp. 1131-1143, (2020)

3 Aprile, Kerry Therese, The WIL to learn: students’ perspectives on the impact of work-integrated learning placements on their professional readiness, Higher Education Research and Development, 39, 5, pp. 869-882, (2020)

4 Azevedo, Ana, Competency development in business graduates: An industry-driven approach for examining the alignment of undergraduate business education with industry requirements, International Journal of Management Education, 10, 1, pp. 12-28, (2012)

5 Social Learning Theory, (1977)

6 Briant, Sarah, Work-integrated learning (WIL) as a part of quality education in architecture: the profession's perspective, Archnet-IJAR: International Journal of Architectural Research, 17, 3, pp. 518-535, (2023)

7 Work Integrated Learning A Guide to Effective Practice, (2020)

8 Collier, Joel E., Applied structural equation modeling using amos: Basic to advanced techniques, Applied Structural Equation Modeling using AMOS: Basic to Advanced Techniques, pp. 1-354, (2020)

9 Daniels, Tracy, Perceptions of Industry Engagement in Tourism and Hospitality Studies in South Africa, Tourism, 70, 2, pp. 183-200, (2022)

10 African Journal of Hospitality Tourism and Leisure, (2016)

Students’ Expectations of Work Integrated Learning in Tourism and Hospitality

How to Cite